GSSD Student ServicesStudent Transition Planning

Iris RowlettStudent Services Coordinator

Information on Transition Planning and Many other topics

Available at GSSD Student Services Blog: http://blogs.gssd.ca/studentservices/

Transition PlanningTransition planning is a process that

facilitates movement from the known to the unknown.

The student’s age, grade, level of ability and the ‘life demands’ of the next environment must be considered at times of transition.

Transition needs should be considered for all students moving from one setting to the next.

Planning is required to assure successful transition for students with intensive needs.

Transition Planning and RTITier I – Universal Interventions80 – 90% of students-Share learning profiles with upcoming teachers, meet new teachers, introduce new environmentTier II – Targeted Interventions5-10% of students-share ROAs with upcoming teachers, plan with parents, insure continuity of SST/PSP involvementTier III – Intensive Individual Interventions1-5% of studentsIndividualized transition plans outlined in PPP

When to Consider Transition NeedsKey transition times occur as a student

moves from:Home to a Prekindergarten/PreschoolPrekindergarten/Preschool to KindergartenGrade to Grade Elementary School to High SchoolHigh School to a Post-Secondary or

Vocational Situation

Other Transition Times for ConsiderationReturning to school after long breaks (long

weekends, school holidays, illness, medical treatment, etc.)

Transition between classes/classroomsTransitions from breaks (recess, noon hour,

etc.)

COMPONENTS OF TRANSITION PLANNING

Family InvolvementFamilies represent continuity for the student.

They know the student better than anyone

else and they will continue to be involved long after school staff.

Active participation by the family and frequent communication between home and school can help to make transition less stressful for the student and their family.

Future BasedIt is never too early to begin discussing the

desired outcomes for a student in regard to adulthood.

Goals should be functional and based on outcomes.

Life skills necessary for the next environment should be emphasized.

Student strengths and interests need to be considered and students must be encouraged to become self advocates.

Strong Student-Centred Team Individuals involved in a transition planning may include :

extended family Friends Peers classroom teachers student support teachers Administration educational assistants professional service providers student services coordinators other agency personnel (PECIP, health professionals, Community Living and

the Ministry of Social Services, Partners in Employment, and SK Abilities.)

Large teams can be difficult to manage so it may be helpful to decide which members need to attend all meetings and which may be present at some meetings for a specific purpose.

Frequent Review

Plans must be current and relevant. Plans should be embedded in the

student’s personal program plan.

PreparationAll students should be given least one opportunity to

meet others who will be part of their new environment (teachers, school administration, employers etc.) and an opportunity to tour the new environment.

Students with intensive needs will likely need more than one visit.

Pictures or a video of a new environment and people within it are useful for students who may be anxious, visual learners or require repetition.

Transition plans must be recorded, documenting goals, dates, roles and responsibilities. Transition planning templates are available to support this.

Transition at a GlanceTransition into KindergartenTransition from Therapies (Pre-K & K)Early EntranceGrade-to-Grade Transition (Elem. & Middle Years)Elementary to Middle Years TransitionSchool-to-School TransitionHome-Based Education to School TransitionMiddle Years-to-Secondary TransitionGrade-to-Grade Secondary TransitionTransition to Adult Life

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